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Supporting Idea Generation Through Functional DecompositionAN ALTERNATIVE FRAMING FOR DESIGN HEURISTICS
Colin M. Gray1, Seda Yilmaz1, Shanna R. Daly2,Colleen M. Seifert2, & Richard Gonzalez2
1 IOWA STATE UNIVERSITY 2 UNIVERSITY OF MICHIGAN
DESIGNERS OFTEN STRUGGLE TO CREATE A
LARGE NUMBER AND WIDE RANGE OF CONCEPTS
of a problem frame
[Ullman, Dietterich, & Stauffer, 1988]
DESIGN METHODS CAN COGNITIVELY SUPPORT
DEVELOPING DESIGNERS
[Gray, Stolterman, & Siegel, 2014; Jones, 1970; Smith, 1998]
effectively frame a problem
[Dorst, 2015; Frisch, 1993; Shalley, 1991; Tversky & Kahneman, 1981]
DESIGN METHODS CAN COGNITIVELY SUPPORT
DEVELOPING DESIGNERS
encourage setting of productive constraints
[Biskjaer & Halskov, 2014; Pahl & Beitz, 2007; Stokes, 2009]
DESIGN METHODS CAN COGNITIVELY SUPPORT
DEVELOPING DESIGNERS
RESEARCH QUESTIONS
1What functions did students select through functional decomposition, and what specific function did they choose to focus on?
How did the students’ selected focus on function affect their concept generation at each stage (ideation, iteration, recomposition)?
2
How did the students’ use of Design Heuristics affect concept generation at each stage?3
Selected Function
Stage 1:Ideation
Stage 2:Iteration
Stage 3:Recomposition
# of Themes
S1 compartments 8 TOTAL [DH:3]2: dividers5: compartments1: product with parts
6 TOTAL [DH:4]2: dividers1: compartments2: motion expand/slide1: attachment
3 TOTAL [DH:2]1: compartments2: attach together
6
S2 space saving 3 TOTAL [DH:2]1: hang in fridge2: store by stacking
2 TOTAL [DH:2)1: hang in fridge1: fl ex cover
1 TOTAL [DH:1]1: fl ex cover
3
S3 compactable 8 TOTAL [DH:3]6: fold/fi t inside1: spin to close1: cone
6 TOTAL [DH:3)2: rotate/spin3: bend/compact1: cups on both sides
3 TOTAL [DH:2]2: fold/twist1: button to power
8
S4 adjustable 8 TOTAL [DH:5]3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
8 TOTAL [DH:5)3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
3 TOTAL [DH:3]1: customize by user1: recyclable1: adjustable
8
S5 dries food 4 TOTAL [DH:1]4: drying mechanism
4 TOTAL [DH:2)3: mechanism altered1: dry and moisten
3 TOTAL [DH:2]1: multipurpose2: assemble/confi gure
5
S6 circulation 4 TOTAL [DH:3]2: vent/component1: motion1: human power
2 TOTAL [DH:1]2: vent/ component
2 TOTAL [DH:2]1: fl atten components1: toasting
5
S7 hand held 8 TOTAL [DH:2]5: handles3: multifunction pan/pot/plate
5 TOTAL [DH:2]1: handle4: multifunction pan/pot
5 TOTAL [DH:4]2: multifunction pot/pan1: pan topper1: measuring aid1: multifunction handle
5
S8 cleaning 6 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
5 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
2 TOTAL [DH:2]1: fl exible + dishwasher1: fl exible + nibs
5
SUPPORTING DESIGN METHODS
FUNCTIONAL DECOMPOSITION
DESIGN HEURISTICS
[van Eyk, 2011; Umeda & Tomiyama, 1997]
[Christian et al., 2012; Daly et al., 2012; Yilmaz & Seifert, 2010; Yilmaz
et al., 2010, 2014]
DESIGN HEURISTICS
Provides prompts to help designers generate
alternatives that vary in nature, discouraging
fixation and encouraging divergent patterns of
thinking
[Yilmaz, Daly, Seifert, & Gonzalez, 2011; Yilmaz, Seifert,
& Gonzalez, 2010]
Derived from empirical evidence of industrial and
engineering designs
[Daly et al., 2012; Yilmaz, Christian, Daly, Seifert, &
Gonzalez, 2012; Yilmaz & Seifert, 2010]
Validated through a range of product analysis, case
studies, and protocol analyses, in both educational and
professional contexts
[e.g., Yilmaz & Seifert, 2009; Yilmaz et al., 2011; Yilmaz et al.,
2010; Yilmaz et al., 2013; Yilmaz, Daly, Christian, Seifert, &
Gonzalez, 2014]
METHOD• 20 junior-level undergraduate industrial design students
• Previously organized into teams of 4-5 students
• Three-hour class session in the fourth week of the semester
• Analysis of eight participants from two teams
DESIGN PROJECT
“
”
Develop an innovative kitchen product related to rising food
costs, the future of food, or the unique needs of millennials
DESIGN PROJECT
INDIVIDUAL LADDERED PROBLEM
STATEMENTS
GROUP PROBLEM STATEMENT
15 MARKER COMPS
FIRST FOUR WEEKS
INDIVIDUAL
FUNCTIONAL DECOMPOSITION
IDEATION, ITERATION, RECOMPOSITION
60 MINUTES
TEAM
AFFINITY DIAGRAMMING
ITERATION
60 MINUTES
DESIGN PROJECT
INDIVIDUAL LADDERED PROBLEM
STATEMENTS
GROUP PROBLEM STATEMENT
15 MARKER COMPS
FIRST
INDIVIDUAL
FUNCTIONAL DECOMPOSITION
IDEATION, ITERATION, RECOMPOSITION
60 MINUTES
TEAM
AFFINITY DIAGRAMMING
ITERATION
60
INTERVENTION STRUCTURE
DECOMPOSITION RECOMPOSITION
TEAMINDIVIDUAL
IDEATION ITERATIONITERATION RECOMPOSITION
[See the following reference for more details on team interactions: Gray, C. M., Yilmaz, S., Daly, S., Seifert, C. M., & Gonzalez, R. (2015, June). What Problem Are We Solving? Encouraging Idea Generation and
Effective Team Communication. In LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators (pp. 308-329). Chicago, IL: School of the Art Institute of Chicago.]
Selected Function
Stage 1:Ideation
Stage 2:Iteration
Stage 3:Recomposition
# of Themes
S1 compartments 8 TOTAL [DH:3]2: dividers5: compartments1: product with parts
6 TOTAL [DH:4]2: dividers1: compartments2: motion expand/slide1: attachment
3 TOTAL [DH:2]1: compartments2: attach together
6
S2 space saving 3 TOTAL [DH:2]1: hang in fridge2: store by stacking
2 TOTAL [DH:2)1: hang in fridge1: fl ex cover
1 TOTAL [DH:1]1: fl ex cover
3
S3 compactable 8 TOTAL [DH:3]6: fold/fi t inside1: spin to close1: cone
6 TOTAL [DH:3)2: rotate/spin3: bend/compact1: cups on both sides
3 TOTAL [DH:2]2: fold/twist1: button to power
8
S4 adjustable 8 TOTAL [DH:5]3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
8 TOTAL [DH:5)3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
3 TOTAL [DH:3]1: customize by user1: recyclable1: adjustable
8
S5 dries food 4 TOTAL [DH:1]4: drying mechanism
4 TOTAL [DH:2)3: mechanism altered1: dry and moisten
3 TOTAL [DH:2]1: multipurpose2: assemble/confi gure
5
S6 circulation 4 TOTAL [DH:3]2: vent/component1: motion1: human power
2 TOTAL [DH:1]2: vent/ component
2 TOTAL [DH:2]1: fl atten components1: toasting
5
S7 hand held 8 TOTAL [DH:2]5: handles3: multifunction pan/pot/plate
5 TOTAL [DH:2]1: handle4: multifunction pan/pot
5 TOTAL [DH:4]2: multifunction pot/pan1: pan topper1: measuring aid1: multifunction handle
5
S8 cleaning 6 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
5 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
2 TOTAL [DH:2]1: fl exible + dishwasher1: fl exible + nibs
5
1What functions did students select through functional decomposition, and what specific function did they choose to focus on?
Selected Function
Stage 1:Ideation
Stage 2:Iteration
Stage 3:Recomposition
# of Themes
S1 compartments 8 TOTAL [DH:3]2: dividers5: compartments1: product with parts
6 TOTAL [DH:4]2: dividers1: compartments2: motion expand/slide1: attachment
3 TOTAL [DH:2]1: compartments2: attach together
6
S2 space saving 3 TOTAL [DH:2]1: hang in fridge2: store by stacking
2 TOTAL [DH:2)1: hang in fridge1: fl ex cover
1 TOTAL [DH:1]1: fl ex cover
3
S3 compactable 8 TOTAL [DH:3]6: fold/fi t inside1: spin to close1: cone
6 TOTAL [DH:3)2: rotate/spin3: bend/compact1: cups on both sides
3 TOTAL [DH:2]2: fold/twist1: button to power
8
S4 adjustable 8 TOTAL [DH:5]3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
8 TOTAL [DH:5)3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
3 TOTAL [DH:3]1: customize by user1: recyclable1: adjustable
8
S5 dries food 4 TOTAL [DH:1]4: drying mechanism
4 TOTAL [DH:2)3: mechanism altered1: dry and moisten
3 TOTAL [DH:2]1: multipurpose2: assemble/confi gure
5
S6 circulation 4 TOTAL [DH:3]2: vent/component1: motion1: human power
2 TOTAL [DH:1]2: vent/ component
2 TOTAL [DH:2]1: fl atten components1: toasting
5
S7 hand held 8 TOTAL [DH:2]5: handles3: multifunction pan/pot/plate
5 TOTAL [DH:2]1: handle4: multifunction pan/pot
5 TOTAL [DH:4]2: multifunction pot/pan1: pan topper1: measuring aid1: multifunction handle
5
S8 cleaning 6 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
5 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
2 TOTAL [DH:2]1: fl exible + dishwasher1: fl exible + nibs
5
DIRECTIVE a discrete physical component or interaction with a clear action sequence
DESCRIPTIVEdesired design characteristics leading to a more abstract sense of the component or interaction that might be indicated
4
2
How did the students’ selected focus on function affect their concept generation at each stage (ideation, iteration, recomposition)?
2
IDEATION heating core
ITERATION detachable top
RECOMPOSITION doubles as storage
How did the students’ use of Design Heuristics affect concept generation at each stage?3
IDEATION
n=44 of 49 primarily physical transformations
used subset of cards (often just one)
How did the students’ use of Design Heuristics affect concept generation at each stage?3
IDEATION IDEATION
n=44 of 49 primarily physical transformations
used subset of cards (often just one)
n=33 of 38 direct descendants; one element altered
synthetic use; existing concept with new feature/
altered form
How did the students’ use of Design Heuristics affect concept generation at each stage?3
IDEATION IDEATION RECOMPOSITION
n=44 of 49 primarily physical transformations
used subset of cards (often just one)
n=33 of 38 direct descendants; one element altered
synthetic use; existing concept with new feature/
altered form
n=12 of 22 combining/selecting/
recontextualizing
synthetic use; existing concept with new
feature/altered form
DESIGN METHODS CAN BE SYNERGISTICALLY COMBINED TO SUPPORT DESIGNERS AS
THEY EXPLICITLY SET CONSTRAINTS, USING CONSTRAINED PROBLEM FRAMINGS TO
CREATE INNOVATIVE CONCEPTS AND EXPAND DESIGNERS’ UNDERSTANDING OF
THE LARGER SOLUTION SPACE.
Thank YouCOLINGRAY.ME
DESIGNHEURISTICS.COMThis research is funded by the National Science Foundation, Division of Undergraduate Education, Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES Type II)
Grants # 1323251 and #1322552.
Selected Function
Stage 1:Ideation
Stage 2:Iteration
Stage 3:Recomposition
# of Themes
S1 compartments 8 TOTAL [DH:3]2: dividers5: compartments1: product with parts
6 TOTAL [DH:4]2: dividers1: compartments2: motion expand/slide1: attachment
3 TOTAL [DH:2]1: compartments2: attach together
6
S2 space saving 3 TOTAL [DH:2]1: hang in fridge2: store by stacking
2 TOTAL [DH:2)1: hang in fridge1: fl ex cover
1 TOTAL [DH:1]1: fl ex cover
3
S3 compactable 8 TOTAL [DH:3]6: fold/fi t inside1: spin to close1: cone
6 TOTAL [DH:3)2: rotate/spin3: bend/compact1: cups on both sides
3 TOTAL [DH:2]2: fold/twist1: button to power
8
S4 adjustable 8 TOTAL [DH:5]3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
8 TOTAL [DH:5)3: make big/small/tall1: attach components1: texture to cue interaction2: customize compartments1: colander
3 TOTAL [DH:3]1: customize by user1: recyclable1: adjustable
8
S5 dries food 4 TOTAL [DH:1]4: drying mechanism
4 TOTAL [DH:2)3: mechanism altered1: dry and moisten
3 TOTAL [DH:2]1: multipurpose2: assemble/confi gure
5
S6 circulation 4 TOTAL [DH:3]2: vent/component1: motion1: human power
2 TOTAL [DH:1]2: vent/ component
2 TOTAL [DH:2]1: fl atten components1: toasting
5
S7 hand held 8 TOTAL [DH:2]5: handles3: multifunction pan/pot/plate
5 TOTAL [DH:2]1: handle4: multifunction pan/pot
5 TOTAL [DH:4]2: multifunction pot/pan1: pan topper1: measuring aid1: multifunction handle
5
S8 cleaning 6 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
5 TOTAL [DH:3]2: dishwasher space3: reverse/ fl exible/popout1: drain
2 TOTAL [DH:2]1: fl exible + dishwasher1: fl exible + nibs
5